dc.contributor.author	Todd, Brandi
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2022-05-02T16:17:45Z
dc.date.available	2022-05-02T16:17:45Z
dc.date.issued	2022-02
dc.identifier.other	9FB2BB04-8E8D-4595-42F3-F2C8C61FB48D	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5399
dc.description.abstract	The purpose of this study was to present, compare, and contrast data collected from rural Georgia educators concerning their beliefs and knowledge of the benefits of student retention. The researcher identified the most common areas of agreement and disagreement among educators concerning grade-level retention. Additionally, the researcher determined if primary teachers, elementary school teachers, and middle school teachers have similar beliefs about student retention. The researcher also attempted to determine if primary teachers, elementary teachers, and middle school teachers have similar or different knowledge of the benefits or problems caused of retention. This quantitative research study was conducted using survey research. The Teacher Retention Belief and Knowledge Questionnaire (TRBKQ) used in this project was used to gather the beliefs and knowledge of rural Georgia educators on retention. The beliefs of primary teachers, elementary teachers, and middle school teachers were compared and contrasted to determine how these educators were similar and different in their views of retention. According to the research gathered during this study, educators tend to support retention as an effective measure for underperforming students. Educators believe retention helps students close the educational gaps, as well aids students to catch up. Additionally, the educators do not always know the research associated with retention. Educators tend to have similar responses when considering factors for retention. However, when it came to beliefs and knowledge, the teacher groups did not always have the same thoughts and practices. Teachers most strongly believed that retention is an effective mean of preventing students from failure in the next grade level. They tended to believe that retention was an effective means of preventing students from facing daily failure in the next higher-grade level. They also tended to believe that retention in grade 6-8 could hurt a child’s self-esteem, but also believed that students should be retained if they fail 2 of the 3 major subject areas. Teachers most strongly disagreed with the statement: Children should never be retained. They also disagreed with the statement that retention in K-5 permanently labels a child. As for the factors that influence retention decisions, the teachers ranked academic performance, ability, and social-emotional maturity as the three most important retention factors. All educators ranked home environment and transient student status as the least important factors in deciding to retain a student. Keywords: Retention; Grade level retention; retention knowledge; retention beliefs; TRBKQ; teacher knowledge and beliefs of retention;	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Overview of the Problem 1 -- Problem Statement 2 -- Purpose of the Study 3 -- Significance of the Study 3 -- Theoretical Framework 4 -- Research Questions 8 -- Population and Sample 9 -- Research Design and Methodology 9 -- Definition of Terms 10 -- Limitations of the Study 12 -- Organization of the Study 12 -- Chapter II: LITERATURE REVIEW 14 -- Introduction 14 -- History of Education in America 16 -- Retention in Education 17 -- Retention in the United States 19 -- Educator Knowledge of Retention 20 -- Maturity and Retention 22 -- Academic Difficulty and Retention 25 -- Social Promotion 27 -- Socioeconomic Status, Ethnicity, and Gender as 29 -- Factors in Retention -- Primary School and Retention 31 -- Elementary School and Retention 33 -- Middle School and Retention 34 -- State Assessments and Retention 38 -- Georgia Assessments and Retention 40 -- Lasting Effects of Retention 42 -- Teacher Knowledge and Beliefs About Retention 44 -- Educator Retention Perception Data 45 -- Teacher Perception Studies 46 -- Summary 51 -- Chapter III: METHODOLOGY 54 -- Problem Statement 54 -- Purpose of the Study 55 -- Research Questions 55 -- Research Design 56 -- Methodology 57 -- Population and Sample 57 -- Instrumentation 59 -- Reliability and Validity 61 -- Data Collection 63 -- Data Analysis 65 -- Summary 69 -- Chapter 4: RESULTS 70 -- Data Management 70 -- Research Questions 71 -- Results for Research Question 1 73 -- Demographics for RQ1 74 -- Descriptive Statistics 74 -- Exploratory Factor Analysis 78 -- Analysis of Covariance 85 -- Belief Factors Descriptive Statistics Discussion 90 -- Results for Research Question 2 99 -- Demographics for Research Question 2 99 -- Friedman’s Test and Kendall’s W Test 101 -- Results for Research Question 3 107 -- Demographics for Research Question 3 108 -- Descriptive Results for Research Question 3 108 -- Exploratory Factor Analysis 115 -- Analysis of Covariance 119 -- Descriptive Statistics of Knowledge Factors 123 -- Educators’ Thoughts on Grade-Level Retention of Students 133 -- Chapter V: DISCUSSION AND IMPLICATIONS FOR FUTURE RESEARCH 134 -- Overview of the Study 134 -- Literature Review Summary 135 -- Population 136 -- Research Design and Methodology 137 -- Research Questions 138 -- Summary of the Findings 139 -- Research Question 1 139 -- Research Question 2 140 -- Research Question 3 142 -- Limitations of the Study 143 -- Discussion 144 -- Summary of Findings 144 -- Comparison of Findings to Literature 145 -- Results 147 -- Implications 148 -- Conclusion 149 -- Recommendations for Future Research 150 -- Alternatives to Retention 152 -- Summary 155 -- REFERENCES 156 -- APPENDICES 169	en_US
dc.format.extent	1 electronic document and derivatives, 222 pages. 1708784 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Dropouts--Prevention	en_US
dc.subject	Education, Elementary	en_US
dc.subject	Rural schools	en_US
dc.subject	Grade repetition	en_US
dc.title	Retention Beliefs and Knowledge of Primary, Elementary, and Middle School Teachers	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Pate, James L.
dc.description.committee	Mammadov, Sakhavat
dc.description.committee	Lairsey, John D.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US